%0杂志文章@ 1438-8871 %I Gunther Eysenbach %V 9% N 5% P e39 %T实用主义者，积极的沟通者，和害羞的爱好者:健康科学教育网络会议的三种观点%A Valaitis,Ruta %A akhtara - danesh,Noori %A Eva,Kevin %A Levinson,Anthony %A Wainman,Bruce +麦克马斯特大学护理学院，加拿大Hamilton Main Street West 1200号HSC室3H48A, on L8N 3Z5， +1 905 525 9140 ext 22298，valaitis@mcmaster.ca %K网络会议%K Q-methodology %K同步通信%K e-learning %K远程教育%K Internet %D 2007 %7 31.12.2007 %9原始论文%J J Med Internet Res %G英语%X背景:Web会议是一种同步技术，允许登录到中央服务器的学习者进行协调的在线音频和视频交互。最近，它的使用在学术界迅速增长，而对其使用的研究却没有跟上。会议系统通常有助于在不同地点的多个发言者之间的沟通和支持。缺乏研究评估了同步网络会议在健康科学教育中的作用。目的:麦克马斯特大学健康科学学院试用了Wimba的实时课堂网络会议技术，以支持学生和教师的教育和课程活动。本研究的目的是探讨教师、职员和学生对网络会议作为健康科学教学支持的看法。实时课堂技术提供了包括实时VoIP音频、交互式白板、文字聊天、PowerPoint幻灯片共享、应用程序共享和实时会议存档等功能，以支持学生教育和课程活动。方法:使用q -方法学来确定在试验评估期间接触过Web会议的参与者的独特和共同观点，以支持教育应用。 This methodology is particularly useful for research on human perceptions and interpersonal relationships to identify groups of participants with different perceptions. It mixes qualitative and quantitative methods. In a Q-methodology study, the goal is to uncover different patterns of thought rather than their numerical distribution among the larger population. Results: A total of 36 people participated in the study, including medical residents (14), nursing graduate students (11), health sciences faculty (9), and health sciences staff (2). Three unique viewpoints were identified: pragmatists (factor 1), positive communicators (factor 2A), and shy enthusiasts (factor 2B). These factors explained 28% (factor 1) and 11% (factor 2) of the total variance, respectively. The majority of respondents were pragmatists (n = 26), who endorsed the value of Web conferencing yet identified that technical and ease-of-use problems could jeopardize its use. Positive communicators (N = 4) enjoyed technology and felt that Web conferencing could facilitate communication in a variety of contexts. Shy enthusiasts (N = 4) were also positive and comfortable with the technology but differed in that they preferred communicating from a distance rather than face-to-face. Common viewpoints were held by all groups: they found Web conferencing to be superior to audio conferencing alone, felt more training would be useful, and had no concerns that Web conferencing would hamper their interactivity with remote participants or that students accustomed to face-to-face learning would not enjoy Web conferencing. Conclusions: Overall, all participants, including pragmatists who were more cautious about the technology, viewed Web conferencing as an enabler, especially when face-to-face meetings were not possible. Adequate technical support and training need to be provided for successful ongoing implementation of Web conferencing. %M 18166527 %R 10.2196/jmir.9.5.e39 %U //www.mybigtv.com/2007/5/e39/ %U https://doi.org/10.2196/jmir.9.5.e39 %U http://www.ncbi.nlm.nih.gov/pubmed/18166527